backup+sk8+shop+game

Type in the content of your page here. =Sk8 Shop= Beth Rackliffe beth780@gmail.com Andy Jensen ajensen35@gmail.comRose Fortner rose.fortner@gmail.com Jodi Kohler jodikohler@gmail.com

Instructional Objective
Learners playing //SK8 SHOP// will use operations with fractions, decimals, and percents to grow their skateboarding business and become rich! The following objectives are taken from the [|California 7th grade math standards] for number sense.

(1.2) Learners will, "add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers." (1.3) Learners will, "convert fractions to decimals and percents and use these representations in estimations, computations, and applications." (1.6) Learners will, "calculate the percent decrease, or decrease of a quantity." (1.7) Learners will, "solve problems that include discounts, markups, commissions, and profit and compute simple and compound interest."

Learners & Context of Use
The game is designed for middle school students, specifically 6th and 7th graders. Due to the subject matter and the need for many students to review the concepts of fractions, decimals, and percents, the game could be used with older students (even high school) in need of review. Since most middle school classrooms are heterogeneous, there will be a variety of competency levels both in math and English language amongst the students. It may be necessary for teachers to provide scaffolded instruction for students having difficulty with the content vocabulary being said in the game.

The game could be played during the standard day. It would require that students be familiar with the calculations involved in percent of mark-up, discount, unit rates, fractions, percents, and such. Prior to the game, teachers should have familiarized students with some of the vocabulary. Depending on whether teachers wish to use this as an introduction or a reinforcement, students may not have received direct instruction on how to do the calculations. After game play, teachers should allow students to discuss questions that may have arose during the game play, as well as decisions that they found successful.

Competing Products
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 * 1). "Big Deal Money Game" (ages +11)**
 * Similarities:**
 * Learning objective involves percentage fractions
 * Each player starts out with same amount of money
 * The players try to earn the most money, and the game ends when someone reaches a certain size
 * Players have to make decisions about based on scenario situations
 * Players purchase property
 * Players can use calculators


 * How Ours is Different and Better:**
 * In "Big Deal," one person is required to play the role of "banker." They don't actually participate in the game, which doesn't seem like a very good use of student time. In our game, the money is not run by anyone person, which allows everyone to get involved equally.
 * In "Big Deal," when player lands on a property, they get to chose whether they want to buy it. This is very similar to Monopoly, which leads to a very predictable game experience. In our game, when a player moves to a new spot on the board, they get to choose a Chance card related to that topic and go through a scenario where they have to make a decision based on two possible choices, such as whether to buy or sell, and they are rewarded for good decisions. This gives the more flexibility and unpredictability to the game outcome. It's similar to a "choose your own adventure" book.

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 * 2). "Decision Stock Market Money Management Game" (ages 10-adult)**
 * Similarities:**
 * It emphasizes decision making and the players attempt to increase their wealth, player with highest net worth at the end wins.
 * Players keep accurate records of costs and revenue


 * How Ours is Different and Better:**
 * Our game does not focus on stocks and bonds alone. For our audience, we wanted to focus on math as seen in small business. The concepts will be more relevant and applicable since many students interact with small business owners more frequently than Financial Planners and Investors.
 * Our game incorporates additional business concepts, such as computing discounts, markups, commissions, profits, and computing simple and compound interest.

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 * 3). "What's The Point?"**
 * Similarities:**
 * Players reinforce their knowledge of decimals, fraction and percent equivalents


 * How Ours is Different and Better:**
 * The players spin a colorful board in a race to get rid of their cards. This seems like it'd be fun due the time constraint, but we wanted to have the players go through real-life decisions whose outcomes model real business, such as gaining and losing money and inventory. Getting rid of cards is not an outcome of real businesses.
 * "What's the Point" includes a self-checking guide.
 * The "what's the point" cards are really just a review of basic math concepts without the application to real world scenarios. Putting the math concepts and principles into a game where players can grow the business, makes learning the concepts more meaningful than simple computation and memorization. Our game allows learner to build a business identity and story decision with each new decision they make.

**Object of the Game**
The object of the game is to assemble and sell skateboards to make the most profit. The first player to reach finish line wins.

Content Analysis
discount unit rate percents written as fractions fractions written as percents || **Parts Cards:** These cards make up the parts for the skateboard the players will be selling. There are two types of parts: basic and high-end. The value of the skateboard will be the sum of the values noted on the three parts cards.
 * ~ Content Type ||~ Content Elements || **Game Elements** ||
 * ===**Facts**=== || mark-up

//Basic Skateboard Parts each valued at $10:// Basic Trucks Card Basic Deck Card Basic Set of Wheels Card

//High-End Skateboard Parts each valued at $20:// High-End Trucks Card High-End Deck Card High-End of Wheels Card

These cards will contain questions that players must answer correctly in order to do one of the following actions: 1.) Draw a parts card 2.) Purchase a parts card from another player 3.) Trade parts cards with another player
 * "Tricks" Cards:**

The answer to the trick card will be located at the bottom, distinguishable from the question.

There is a designated area for trick cards and parts cards in the center of the game board. Used trick cards and parts cards are set aside and reshuffled when they are all gone.
 * Game board:**

Each square on the game board represents 10 dollars || discount fractions decimals percents || "Selling" a completed skateboard means obtaining all necessary cards from the three parts. A completed skateboard can be made up of a total 3 basic and/or high-end parts cards. Having one truck card, one set of wheels card and one deck card makes a completed skateboard. A trade can only happen between cards of equal value There are both high-end parts and basic parts || Players apply ratios and percents to make proportions || There are different types of skateboards depending what parts they are assembled by If a player buys a part from another player, they move backwards the amount of spaces that equal the face value on the card If player sells a part or sells an entire skateboard, they move forward the number of spaces equal to the value of the part or skateboard. The player will move their token on the game board depending on the total value of the skateboard. If a player constructs a skateboard made up of all high-end parts, the player can move his/her token one extra space. || calculate unit rates calculating discounts and mark-up percentages negotiating skills || **Dealer's procedures:** Designate dealer at beginning of game. Dealer shuffles cards at beginning and when cards are used up. Each player is dealt 3 cards at the beginning of the game, face down. Remaining tricks cards are placed in designated spot in center of the game board. 1) Draw a tricks card** At the beginning of each turn, the player to the right has to read the problem on the trick card to keep the answer hidden. The player whose turn it is, attempts to solve the problem using scratch paper if necessary. The player gets one chance to answer the question. If they are incorrect, they do not advance on the game board or draw any card. Discard used trick cards to the right of the deck.
 * ===**Concepts**=== || mark-up
 * ===**Principles**=== || Players distinguish between a mark-ups and a discounts
 * ===**Procedures**=== || calculate problems using addition, subtraction, multiplication and division
 * Players at each turn:

If players correctly answers the problem on the trick card they can do one of three things:
 * **Draw a parts card:** the player draws one card from the parts deck and adds it to their hand. If they are able to complete one skateboard set, they should discard those three parts cards and advance their token on the board the appropriate number of spaces. The players should keep their parts cards concealed.
 * **Buy a part from another player**: The player whose turn it is, can choose to buy a card from another player who has a part for sale (it is optional for players to sell a card. Players can only have one card for sale at a time. If they sell a card they can then put another card for sale on the board for the next round). When a player buys a part from another player he/she will move their token backwards the number of increments of 10 that represent the value of the part purchased. The player who sold their card will move forward on the board in the increments of the part sold.
 * **Trade for a part from another player:**If a player answers the trick card correctly, he/she can ask another player for a particular card he/she is looking for in exchange for a card he/she does not want. The exchanged cards must have the same value. If the player being asked to trade has the card in question they HAVE TO trade the cards. If the player being asked to trade does not have the card then the player who asked to trade does not collect a parts card that turn. ||
 * ===**Processes**=== || None of our content involves a process. || There are 48 squares around the perimeter of the board which represents the path players will move while playing the game.

50 Trick cards, one drawn every turn 64 Parts Cards, either drawn, traded or bought 4 Shortcut Cards || Players have a 1 out of 16 chances of receiving a shortcut card that has a completed skateboard on it. ||
 * ===**Probabilities**=== || negotiating parts of the skateboard with other players || Parts cards: There are more basic level parts cards than high-end level parts cards, therefore, the probability of a player completing a skateboard with all high-end cards is less than the probability of completing a skateboard with mixed or all basic-level parts.
 * ===**Context**=== || Applications of math problems relating to business || 4 players each run their own skateboard shop that buys and sells skateboard parts in order to assemble complete skateboards which they will then "sell" once assembled. ||
 * ===**Vantage Points**=== || Players are either adding or subtracting from their total profits buying and selling parts with other players or selling completed skateboards. || Each player is both a skateboard parts buyer and seller ||

Game Materials
List each of the physical objects one would find in the box. For example, the board, each type of card, each type of prize or token, etc.) After listing the materials, describe each in as much detail as needed. Include illustrations of the board and each type of card.

Link to Tricks Cards: http://670.wikispaces.com/Tricks+Cards+

Time Required
How long would the game take to set up? How long to play? Would one carry a game over several play periods?

The Rules
List the rules as you would provide them to the players. Use a numbered list and keep the rules short, simple, and unambiguous. If there are multiple forms of the game for different objectives or different levels of challenge, separate the rules accordingly rather than merging them into one set. SK8 SHOP Subtitle goes here

Type a brief description of the game here. It's useful to make it descriptive as well as to set the mood of the game (humorous, aggressive, cooperative, etc).

=Setup= Describe your table setup instructions here. If there are decks, tell the user to shuffle the decks and where to place them on the table. If there's a game board describe where to place it. Where do they put dice, chips, tokens, pawns, etc?

Now describe what needs to happen to get each player set up. Do they need money? A pawn? Some cards?

NOTE: It's often useful to show an image of what the table should look like after it's set up. A picture is worth 1000 words.

While describing setup you may also want to set up some definitions. For example give a name for the discard pile and the deck and the game board, and consistently use those names through out the instructions. Also define that a “turn” is a single player's chance to play, while a “round” is everyone around the table having a turn.

Then describe how to select a starting player. Here are some ideas:

The player who owns this game goes first, then play continues clockwise around the table.

The player who had their birthday most recently goes first, then play continues clockwise around the table.

Each player should roll a six-sided die. The player who rolled highest goes first, then play continues clockwise around the table.

All players should close their eyes. Each should say what time they think it is right now. Now open your eyes and check the time. The one closest without going over starts the game, then play continues clockwise around the table.

=Starting The Game= Here describe the first round of game play. It's useful to describe in excruciating detail.

=The Second Turn And Beyond= Describe the way the game changes after the first round. Also tell the players how to begin a new round of play.

=Winning The Game= Describe the conditions that have to happen to end the game. Perhaps it's after a certain number of rounds, or when some card is drawn, or when one player has a certain amount of points, money, tokens, etc.

=Additional Instructions= Often it's not a good idea to put a lot of detail in the primary rules. Instead refer to other sections, like “See //The Big Boom// for details.”

The Big Boom
When X happens then you should do Y.

Rule Clarification 2
When Z happens, player A is out of the game.

=Alternate Rules= If you like the basic game, you can spice up the game by adding these advanced rules. Put the advanced rules here. =Credits= The following people made this game possible.

Dave Naysayer Carl Rulemonger Kerri Picky Mike Likeseverything
 * Game Concept:** Joe Designer
 * Artwork:** Jane Artist
 * Play Testers:** Sally Tester

=Legal= Title Goes Here is ©2009 My Game Company. All rights reserved.

Check us out on the web at: []

Motivational Issues
Describe how the game engages the learner. How does it make use of curiosity, challenge, control, fantasy, competition, cooperation, etc.? (No one game will do all of these things, so focus on the particular strengths of this particular game.) Make specific reference to the theoretical readings associated with this course.

Design Process
Describe the process you went through in putting the game together. What were your first thoughts? How did you enhance your ideas? What ideas did you consider and reject (and why?). How did you gather background information? What did you do to see if there are similar games out there? What did you do to get feedback on the idea? How did you flesh out the game to the point of having a playable prototype? How did you gather feedback from that? What lessons did you learn from this that you'll carry to your next game design project?